|Published Online: October 21, 2015||$US5.00|
This paper describes an approach to course design for professional Interior Design undergraduate students that responds to the challenges and opportunities emerging designers face as they move further into the 21st century. Merging expanded course content with innovative instructional methods attempts to emulate the dynamic and complementary relationship between the natural and constructed environments, and acknowledges the urgent need to fully integrate a sustainable design pedagogy in higher education design courses and curricula. Doing so creates a learning environment where students expand their knowledge base and develop a responsive design ethic that can be applied and tested in course assignments, design problems and creative activities. This approach advances a process for synthesizing traditionally disparate course content with new content and significant learning methods as a means to foster a paradigm shift in the way we live, learn, design, and make.
|Keywords:||Significant Learning, Sustainability, Design Education|
International Journal of Sustainability Education, Volume 10, Issue 2, October 2015, pp.19-28. Article: Print (Spiral Bound). Published Online: October 21, 2015 (Article: Electronic (PDF File; 748.800KB)).
Ruth Z. McCoy Professor of Interior Design, Associate Professor, School of Interior Design, College of Art and Design, Louisiana State University, Baton Rouge, Louisiana, USA